Running head: EDUCATIONAL REPORT ETEC 5743 1

Educational Report ETEC 5473- Internship Beashua D. Spearman University of Arkansas

Running head: EDUCATIONAL REPORT ETEC 5743 2 Abstract The final project for ETEC 5743 was to create a website that displayed the three major projects created during this course. Three projects were created as part of the ETEC 5743 course. These projects included a technology evaluation, instructional software that was an online reading drill and practice software, in addition, an internet integration audio project, and an productivity software online orientation visual resource. These projects were completed for the Fort Smith Adult Education Center (FSAEC). The technology evaluation involved three steps which included the Spearman R.D.I. Instructional Design model of research, develop, and implement. The technology evaluation involved gathering current data, identifying needs, and creating a needs assessment. Results of the technology evaluation determined there was a need for a virtual orientation for students and additional software for students and faculty. The instructional software, which was an online reading drill and practice software, involved two steps, which included collaboration and designing. Results of the online reading drill and practice software illustrated free U.S. Citizenship reading software endorsed by the Fort Smith Adult Education Center. The internet integration audio project involved three steps that included reusability, compatibility, and security. Results of the internet integration audio project illustrated software that was created with a secure website that was compatible with the Fort Smith Public schools policies in addition to it being a product that can be reused each school year. The productivity software online orientation visual resource involved three steps that included planning, robustness, and availability. Results of the productivity software online orientation visual resource illustrated a well-planned resource that did not require a high level of memory and it was available to the students outside of their classroom.

Running head: EDUCATIONAL REPORT ETEC 5743 3 Project Description

The final project for ETEC 5743 was to create a website that displayed three major projects created during the course. The projects that were created for Fort Smith Adult Education Center (FSAEC) in Fort Smith, Arkansas and included instructional software which was an online reading drill and practice software, in addition, an internet integration audio project, and an productivity software online orientation visual resource. The FSAEC serves adult learners in the greater Fort Smith region. The projects were created to assist their English as a Second Language (ESL) Citizenship Course curriculum in an efficacious approach. During the development of the three projects, a systematic process was followed. The first step involved performing a technology evaluation of the ESL curriculum. This evaluation identified the long-term technology needs of the FSAEC. The results of the evaluation determined that the ESL Citizenship course lacked free instructional software students and faculty could utilize to assess in synchronous and asynchronous learning environments.

The three projects created for the ETEC 5743 Internship course involved the creation of three free online resources that contained three major projects: a visual orientation for traditional and hybrid ESL Citizenship courses, and the creation of two separate instructional software support mechanisms that assisted students in improving their Basic English reading and writing skills. The overarching objective of the three free online resources was to create an online learning environment that would allow students to gain access to the visual orientation and the free instructional software mechanisms. Additionally, students and faculty needed the ability to work and assess in both synchronous and asynchronous learning environments. Program Identification

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Standard 2: DEVELOPMENT Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

Standard 2: DEVELOPMENT Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

2.2 Demonstrate ability to integrate instructional materials that utilize two or more forms of media. To complete this standard, I developed a lesson plan that was created for the fourth lesson taught within the Digital Literacy class. The students learned basic keyboarding tips, how to use free online keyboarding software, in addition to learning how to use word processing software for communication. To begin this lesson, I utilized two forms of instructional media including print and internet software. The first form of media was included four different free instructional software packages that were drill and practice keyboarding websites to allow the students to choose the best instructional software that best fit their needs. The second form of media was a print worksheet that instructed students to gain hands on experience in learning how to type a paragraph and use basic word processing features such as indent, font, font size and color, and styles. 2.4 Demonstrate ability to use Flash and/or similar types of computer-based software to create interactive media presentations.

Running head: EDUCATIONAL REPORT ETEC 5743 5 I created an audio project for the Adult Education Centers ESL Citizenship curriculum and uploaded it to an online flash media player. The audio project was designed to provide ESL Citizenship exam students an online practice material that they can listen to and repeat or they can use a dictation source. This project allows the students to listen to the audio files at will by using the Flash player to control playback. It also allows students to repeat the audio based on their personal needs while practicing their English skills for the Citizenship exam. For example, the audio software provides the student a free product to gain access to a native English speaker. In addition, the native English speaker in the audio software has a different English dialect from their instructors. Because of this strategy, the students can acquire additional English skills from listening to the audio software and learning how to pronounce the sentences in the software. Standard 3: UTILIZATION Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

3.1 Demonstrate ability to utilize and implement various media. I utilized multiple forms of media within this project. I taught the ESL students how to use Facebook to upload and share photos. In addition, I utilized the digital GCF Learn Free Facebook lessons and videos. To continue, I included the GCF Learn Free PDF print resources and gave them to the students as class handouts. During the Technology for Career Success course, I utilized free Word template resources from Scribd.com. I printed copies of a blank resume worksheet, and utilized Resume writing tip videos from You Tube.com. In addition, I utilized the Career Technology instructors existing Word 2007 template that allowed the

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students to create a digital copy of their resume. technologies. To illustrate, one student had a hearing impairment and in the resume building exercise, I incorporated You Tube videos that offered closed captioning. A second student was visually impaired and needed a screen reader that would assist him in learning how to use the computer. He was acquainted with the parts of the computer but he was not certain in how to use the computer. I utilized two types of media to assist him. The first media was the Thunder screen reader. The Thunder screen reader is an assistive technology that reads aloud everything that is on the computer.

Educational Reflection

I began my first internship experience on Tuesday January 17, 2012 at the Fort Smith Adult Education Center located at 501 South 21st Street in Fort Smith, Arkansas. This threemonth experience taught me how to step outside of my comfort zone and become confident and an expert in instructional technology. Prior to beginning my internship, I was uncertain that I would have enough information to develop, manage, and implement a project within this adult education center. As each day progressed, I grew more confident and certain that I could develop, manage, and implement a project that would benefit the Fort Smith Adult Education Center. Throughout my internship experience at the Fort Smith Adult Education Center, I have learned the importance of becoming an advocate of education. To understand educational technology, instructional technology, or instructional design, a person must understand the importance of an educational advocate. According to Brady and Lampert, educators teach in order to learn, to make connections, for stimulation, to become

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spiritually enriched, for relationships, to be remembered and finally, to transform lives (Brady and Lampert, pp. 1-4). To advocate transmission is to become an advocate of transferring knowledge, understanding and wisdom of a content area or skill. To illustrate, I learned how to become an advocate for students and educators. First, I learned how to become passionate about learning as an educator. Learning is a process that will not cease and as an educator, we must continue to learn because it assists us in becoming a more informed educator. For example, the Beginning ESL instructor assigned me to become her students conversational partner. I sat with the students during the class and assisted them in speaking English. I learned the importance of communicating with a student and transferring knowledge to that student. The ESL Citizenship instructor assigned me several students throughout the project to assist them in their quest to obtain U.S. Citizenship. My job was to prepare the students for the U.S. Citizenship exam; each class period I met with one student, prepared him or her for the U.S. Citizenship interview. Within this experience, I learned the transfer of knowledge begins when the educator is willing to learn. To instruct U.S. Citizen Hopefuls, I had to learn about the process of becoming a U.S. citizen. The ESL U.S. Citizenship course instructor taught me the basis of the citizenship interview, the in-depth knowledge of the N-400 questions, the reading and writing section of the test, and the civics questions. From that point on, he had transferred knowledge, and developed my learning. Because of this, it influenced and prepared me to tutor his students. This selfless act taught me that teaching is selfless, and the educator must have the confidence to transfer knowledge to his or her colleagues or students. According to Malcolm S.

Running head: EDUCATIONAL REPORT ETEC 5743 8 Knowles, Learning is a change that occurs when we have experienced something different. It occurs because of a change or a process of becoming aware of the experience. (Knowles, p. 38). In regards to educational technology, an educational technologist must become an advocate of transmission, development, and nurturing. He or she must advocate transferring wisdom, knowledge and the understanding of the material. For example, during my internship, I learned the importance of observation, asking the faculty questions, and inquiring about their level of comfort in using technology. He or she must advocate developing their students knowledge, develop and implement new ideas and education to ensure transmission has occurred. Development includes developing new ideas and assisting other colleagues to develop new ideas too. In regards to nurturing, an educator or an educational technologist is like a gardener, he or she may break ground that has nothing growing in it and that person can tend it over a period until it matures and blooms into its full potential. As an instructional designer, we can integrate technology into the classroom if it benefits the educator and his or her students. An educational technologist must understand the importance of transferring information and following up to ensure that, it was integrated correctly. To transfer information, an educational technologist must first understand the learning needs of the students. Second, he or she must gather the correct technologies to supplement the course curriculum. For example, I learned that I must consider the content level, educational functioning level of an adult learner, and the educators technology use within the classroom. Third, an educational technologist must learn how much technology to integrate into a classroom. According to M.D. Roblyer, an educational technologist or educator must research and investigate and create a relative advantage of the content level technologies in comparison to similar technologies (Roblyer, p 252). An overexposed amount of technology may create

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confusion for the educator in addition to his or her students. If a course is crammed with technology, the technology may overshadow the content and because of this, the transfer of knowledge is not evident. During my internship experience, I have learned the importance of considering the course curriculum needs, the content level, the student and the educators needs and experience of using technology. For example, the U.S. Citizenship course instructor assigned me to integrate technology into the U.S. Citizenship course curriculum. First, I asked the educator about the basic needs of the course, his level of knowledge using technology, his students level of using technology, and finally, the course curriculum and content area. As an educational technologist, I learned to listen to the needs of the schools director, the instructor, and the students. When the educational technologist employs the correct technology into a class or curriculum it will supplement the course and increase the students knowledge of mastering a content area. Throughout my experience as an intern at the Fort Smith Adult Education Center, I have learned that learning is a part of teaching; it is a part of instructional design. As an instructional designer, we teach others how to integrate, design, or implement technology into their classrooms. In my honest opinion, I do believe that learning is a part of teaching and it is a part of instructional design. During my internship, I learned about 24 different types of software the Fort Smith Adult Education has integrated into their Adult Basic Education, General Education Development, and their English as a Second Language programs. I learned the programs were designed to increase the students knowledge and skill mastery of the content areas such as math, spelling, writing, English acquisition, and computer technology. In addition to learning about the technology at the Fort Smith Adult Education Center, I

Running head: EDUCATIONAL REPORT ETEC 5743 10 made many new friends, I experienced a vast student body that united with one goal: to better equip for the future, train or re-train for a career, or gain new skills. I met people from all walks of life, some students held degrees from their native countries and were learning English, some students were studying to become U.S. citizens; other students were re-training after the result of the Whirlpool lay-offs and the reminder of the student body are there for various reasons. The students encouraged, assisted, and motivated each other dailyit was such a spiritual enrichment and a breath of fresh air to witness! Furthermore, the students motivated, encouraged, and inspired me to become a better student, a better person, and a better educator. In my honest opinion, educators must care about their students we are not educators because the pay is a six-figure salary, we educate because it is our passion, it is our joy, and it is our calling. I have enjoyed learning from the students, for example, I have re-learned some Spanish that I thought was lost from undergrad. I gained a new prospective and respect for each student and their stories of motivation that brought me to tears. Each day when I woke up, I wanted to be there, I wanted to hear the students voices, see their smiling faces, and listen to their wonderful and positive mantras. The faculty and the staff at the Fort Smith Adult Education Center have given me daily motivation, encouragement, advice, and inspiration. The faculty and staff care about the wellbeing of their students, their educational needs and goals, and the motivation to inspire them to succeed. Each month a student, who has excelled beyond his or her studies at the Fort Smith Adult Education Center; is recognized as the student of the month, the student is recognized in front of his or her peers, classmates, the faculty, and the staff. Each month, I was excited, moved, and inspired by the obstacles the student had overcome. It motivated me to mobilize and learn that when obstacles occur, it does not mean we lower the bar, it should inspire us to raise the bar,

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raise the standards, and soar like an Eagle. The faculty and the staff are phenomenal; they ensured I had everything I needed to teach, they calmed my many concerns and fears of teaching, and they motivated me to emulate them. The director of the Fort Smith Adult Education Center is an inspiration to me, each time we spoke about my progress, he inspired me to learn more each week, to continue to grow and move outside of my comfort zone. I attended every class the faculty invited me to observe, some instructors allowed me to assist them, tutor their students, or co-teach their classes. If I made a mistake, they did not scorn me, they helped me to learn and grow from my mistakes. I learned because of our obstacles and mistakes, it encourages us daily to remember that we are entitled to being human. They encouraged me to learn about their positions and why they became teachers, in addition, they encouraged me to learn about the purpose of the adult education center and its impact upon the Fort Smith region. As an intern, I have grown personally, professionally, and spiritually; I have learned how to appreciate my life as God has given me to live without fear or worry of failure. I have learned that it is okay to fall once or twice, but the main concern is to stand up and continue onward through my academic journey to become an educational technologist. As an intern, I have grown professionally, I have become confident, assertive, and passionate about my field of study, I no longer second-guess everything I do, sometimes I do need clarity, but I believe that allows us to remain human. In conclusion, I am excited about the possibilities this field of study will bring into my life! I am excited about the metamorphosis that has occurred within the past three and half months of this internship. I am grateful for my supervisors mentorship, guidance, and his

Running head: EDUCATIONAL REPORT ETEC 5743 12 motivation to help me become a better educator and instructional designer. I am grateful for the faculty and staff at the Fort Smith Adult Education center who mentored me daily, prepared me, and allowed me to soar. I am grateful for the ETEC faculty and staff at the University of Arkansas. They are my family and I am inspired by their passion and drive to ensure I succeed within my field of study. I am inspired to emulate my professors and I hope I can become a wonderful educational technologist and educator as they have been to me. It was a true learning experience that I will never forget and last but never leastI thank God for blessing me with wonderful favor and insight, I thank Him for bringing wonderful mentors in my life who care about me and who want to see me succeed.

References Brady, M., & Lampert, A. (2007). Chapter 1: Why Teach?. In The New Teacher of Adults. (2nd ed.). (pp. 1-4). J. Weston Walch Publisher. Knowles, M. S. (2005). Chapter 4: A Theory of Adult Learning: Andragogy. In The Adult Learner. (6th ed.). (p. 39). Burlington, MA: Elsevier.

Roblyer, M. D. (2006). Chapter 8: Integrating the Technology into the Curriculum. In Integrating Educational Technology into Teaching. (4th ed.). (p. 252). Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.